aught rhetoric, logic, and composition, if only by example. According to Knight, both the early and contemporary church was tasked with instructing in sacred matters leading to the salvation of souls (2008). In addition to these sacred subjects, it has become the tradition of sacred, or Catholic schools, to include secular matters in their instruction (Knight 2008). These matters, such as rhetoric and composition, matters of the sciences, and historical and cultural topics, began to be addressed by Catholic educators for two reasons-because many cultures make it difficult for students to attain satisfactory secular educations without offense to their sacred traditions and because the history of the church and religion is historically academic (Knight 2008). For instance, some of the earliest secular learning-including reading and writing and history-occurred in monasteries, as learned monks, the only who possessed the above skills, kept various official and religious records for societies.
             Thus, Catholic education possesses as history as deep and rich as secular learning. While secular learning can recall the impressive history of Greek and Roman thinkers, sacred teachers can look to the greatest teacher who ever lectured-Jesus Christ. With a history that predates even the early Church, Christian education is responsible for much of the sacred and secular learning that has occurred throughout history. Historians would not have many of the documents that they currently possess for study without the early Christian education of monks, whose residences were often centers of learning and record keeping. Charged with sacred teaching, or the saving of souls, the church soon undertook secular learning to emphasize and continue that evangelism. In this contemporary culture, the Catholic Church is still a major center of learning across continents. While many foci on that learning as secular learning, the primary purpose of the insti...